Dynamic Learning Environment Research Articles

Digitalisasi Pendidikan Agama Islam: Peran Software dalam Proses Pembelajaran

This study aims to analyze the benefits and challenges of software implementation. This study uses a literature study method to explore the role of software in the digitization of Islamic education. The sources were selected based on their relevance to key themes, including the integration of technology in Islamic education, the use of digital tools in the pedagogical process, and the challenges and opportunities associated with educational software. Data collection follows a structured process, which involves searching for keywords in databases such as Google Scholar with terms such as "digital Islamic education", "educational software in Islamic studies", and "technology in religious learning". This analysis focuses on categorizing findings into thematic areas, including teaching methods, learner engagement, and teacher support, to provide a comprehensive understanding of the subjects. The results of the analysis show that the integration of software in Islamic Religious Education learning provides many benefits, such as increasing interactivity and accessibility of learning. However, its implementation requires adequate infrastructure support and training. The benefits of Technology Integration are interactivity, helping to create an interesting, dynamic learning environment, and supporting active student participation. Accessibility allows students and teachers to access a wider range of learning resources, anytime and anywhere

Common challenges of online learning during the COVID-19 pandemic

The advent of the COVID-19 pandemic has not only led to devastated economies but has also affected education systems globally. The unpredictability of this pandemic and its restrictions have necessitated the adoption of a multi-modal approach involving both contact and online learning platforms by Higher Education Institutions. Thus, due to the COVID-19 pandemic, educational institutions shifted to online learning platforms. The study employed qualitative methodology within a case study design. Data was collected using pure qualitative semi-structured interviews with open-ended questions. The researchers interviewed selected students and lecturers from the ML Sultan Campus of the Durban University of Technology. The study employed a purposive sampling technique under the non-probability method. The findings of this study indicate that the implementation of the tools used for online learning and teaching during the COVID-19 pandemic has been scattered across different platforms. An exciting finding was demonstrated by a high percentage of the selected participants among the DUT staff members and students who showed a wavering response, somewhat agreeing that although the tools used for online learning and teaching during the COVID-19 pandemic have impacted lives, they successfully assisted both the lecturers and students. The study results revealed that the most popular tools used by learners throughout the pandemic were Microsoft Teams, Modular Objective-Oriented Dynamic Learning Environment (Moodle), Queens, Zoom, and Learn Wise. The thematic analysis method was used to analyze data using Nvivo. The data captured from both sessions (interviews and focus group discussions) were deductively coded using software (Nvivo version 12). In this process, the transcribed interview data were divided into different meaningful codes. The codes were developed based on the differences, similarities, and meanings from the transcribed data. This process allows the researcher to fine-tune data into convenient themes and subthemes. During the analysis phase, information gathered from structured interviews was verbatim transcribed, and pertinent quotes from this data were used to support the discussion on themes. The study does not disclose the identities of the main informants to protect their anonymity.

Hybrid neural networks for continual learning inspired by corticohippocampal circuits

Current artificial systems suffer from catastrophic forgetting during continual learning, a limitation absent in biological systems. Biological mechanisms leverage the dual representation of specific and generalized memories within corticohippocampal circuits to facilitate lifelong learning. Inspired by this, we develop a corticohippocampal circuits-based hybrid neural network (CH-HNN) that emulates these dual representations, significantly mitigating catastrophic forgetting in both task-incremental and class-incremental learning scenarios. Our CH-HNNs incorporate artificial neural networks and spiking neural networks, leveraging prior knowledge to facilitate new concept learning through episode inference, and offering insights into the neural functions of both feedforward and feedback loops within corticohippocampal circuits. Crucially, CH-HNN operates as a task-agnostic system without increasing memory demands, demonstrating adaptability and robustness in real-world applications. Coupled with the low power consumption inherent to SNNs, our model represents the potential for energy-efficient, continual learning in dynamic environments.

Management of Principal Leadership in Improving Teacher Performance to Optimize the Quality of Education at Tenggarong Elementary School

An effective school principal must possess good leadership skills to create a conducive learning environment, develop teacher competencies, and ensure that the learning process runs smoothly. This study aims to describe the planning, organizing, implementation, and supervision carried out by the principal in improving teacher performance to maximize the quality of education at Muhammadiyah 1 Elementary School in Tenggarong. This research uses a qualitative approach with a case study method. Data collection techniques include observation, in-depth interviews, and documentation, with data validity checks through source and method triangulation. The results indicate that at the planning stage, Muhammadiyah 1 emphasizes strengthening religious values and utilizing technology in learning; at the organizing stage, a deliberative approach is used with support from Muhammadiyah institutions; at the implementation stage, the focus is on religious activities and the use of technology to create a dynamic and interactive learning environment; and at the supervision stage, it is conducted through structured evaluations, classroom observations, and regular evaluation meetings. By implementing the results of this research, it is hoped that a better and more competitive educational environment can be created, capable of producing a higher quality generation.

Integration and application of artificial intelligence tools in the Moodle platform: A theoretical exploration

The integration of artificial intelligence (AI) technologies into Learning Management Systems (LMS) represents a transformative advancement in contemporary education, enhancing personalization, efficiency, and interactivity. This study presents a systematic methodology for integrating AI technologies into the Moodle LMS. Moodle 4.5 was selected as the LMS owing to its modular architecture, flexibility, scalability, and integrated AI tools. This paper delineates the technical and pedagogical steps necessary for a successful integration process, including the installation of plug-ins, integration of APIs, customization of the system, and configuration of the AI menu. Moodle 4.5 simplifies the deployment and utilization of AI functionalities, offering an intuitive framework for creating dynamic and adaptive learning environments. AI integration improves student engagement, enables personalized learning pathways, and facilitates data-driven instructional decisions. However, challenges such as data privacy concerns, algorithmic biases, and infrastructural demands require ethical frameworks, interdisciplinary collaboration, and educator training to ensure responsible implementation. This study concludes that AI integration into platforms like Moodle can redefine educational paradigms, fostering inclusive and future-ready learning environments. Recommendations include investments in robust infrastructure and the adoption of ethical strategies to maximize AI's transformative impact while upholding pedagogical integrity and equity.

Is the influence of quality of work life on innovative work behavior mediated by happiness at work in teachers

The innovative work behaviour of teachers is critical in creating a dynamic learning environment, increasing student engagement and motivation, and encouraging professional development. Innovation not only benefits students but also helps teachers develop and adapt to face challenges in the world of modern education. Quality of work life is assumed to influence innovative behaviour at work but does not influence it directly. Therefore, this research uses happiness as a mediator variable. This research aims to determine the influence of quality of life on teachers' innovative behaviour, which is mediated by happiness at work. The research subjects were 119 people who worked as teachers in primary, junior, secondary and senior secondary schools. The instruments used are the quality of work-life scale, happiness at work scale and innovative work behaviour scale. Data analysis uses regression analysis techniques with mediation. The results show no direct influence of the quality of work life on innovative behaviour at work. However, it was found that happiness at work fully mediates the influence of the quality of work life on innovative behaviour at work. The expected implication is to make teachers feel happy by increasing the quality of life at work.

Problem-based learning in developing students’ communicative skills and creativity in teaching English for specific purposes

Tertiary education uses a variety of teaching methods to cater for different learning styles, encourage critical thinking, and prepare students for real-world challenges. Common methods include lectures, seminars, independent study, and collaborative learning. This diversity reflects the complexity of higher education and helps to create a dynamic learning environment that fosters lifelong learning and critical thinking skills. Problem-based learning, a prominent teaching method, focuses students on an inquiry-based approach, presenting them with real-life problems that require the application of knowledge, critical thinking, creative approach, and collaboration. Problem-based learning is very effective in teaching English for specific purposes at tertiary level because it involves students in projects that require the use of the target language, thus enhancing language acquisition and fostering communicative skills. This method benefits students by promoting active learning, improving communication, encouraging creativity, and developing problem-solving skills. A study at Vilnius Gediminas Technical University, Lithuania, involving students from creative and technical fields, found that most students found problem-based learning beneficial, although creativity students were more enthusiastic. The results suggest that while problem-based learning improves understanding of both theoretical and practical aspects of study programmes, technical students are more sceptical about the effectiveness of problem-based learning. Despite some negative attitudes on the part of some students, problem-based learning remains a valuable tool in English for specific purposes education, supporting the development of language and professional skills.

<b>Propuesta de mejora de la comprensión lectora a través de recurso educativo digital en Educación Básica</b>

Reading comprehension is an essential skill for the personal and academic development of elementary students. This includes the ability to understand, reflect on and analyze the meaning of the text. The general objective of the study was to improve reading comprehension in basic education students through the use of digital educational resources. The study is quantitative, nonexperimental, exploratory and descriptive. Surveys were conducted with 48 primary school students with informed parental consent and the direct observation technique was used. The results show that students have difficulty grasping the main idea of the text and that the educational institution lacks technological equipment. For this reason, a digital educational resource with a lesson plan was developed on Google Sites, based on improving reading comprehension, with various topics such as Language and Literature for third year, to create a dynamic and participatory learning environment.

Interactive course proposal on the Moodle platform

Introduction: New Information and Communication Technologies (ICT) refer to a set of digital tools that facilitate the access, storage, processing and transmission of information. Objective: Make a proposal for a Virtual Course on the Moodle Platform to promote the work and legacy of Martí. Methods: A qualitative pedagogical research was carried out. The observation of the educational teaching process was carried out in the use of new information and communication technologies. The following theoretical methods were used: systematization, the historical-logical method and documentary analysis. Results: Proposal for a Virtual Course on the Moodle Platform to promote the work and legacy of Martí. Methodological Objective: implement strategies aimed at the use of information and communication technologies. Conclusions: This proposal stimulates innovation in students and creates a more dynamic and effective learning environment by offering concrete and practical strategies.

Incorporating ICT into Teaching, Learning, and Assessment

The integration of Information and Communication Technology (ICT) in education has revolutionized teaching, learning, and assessment processes. ICT facilitates dynamic and interactive learning environments, making education more engaging, accessible, and inclusive. It empowers educators with diverse tools such as digital whiteboards, e-learning platforms, and multimedia resources to cater to varied learning styles and needs. For students, ICT fosters active learning through virtual simulations, ramified content, and access to global knowledge repositories. In assessment, ICT introduces innovative methods like online quizzes, e-portfolios, and automated grading systems that provide immediate feedback and track progress over time. These technologies enable data-driven decision-making, allowing educators to customize instruction based on individual performance. Furthermore, ICT bridges geographical and socio-economic barriers, promoting equitable education through online and blended learning models.

Working Toward Advanced Architectural Education: Developing an AI-Based Model to Improve Emotional Intelligence in Education

This study explored the integration of emotional intelligence (EI) with artificial intelligence (AI) to address emerging challenges in architectural education. An AI-supported teaching model was developed, utilizing AI tools to assess students’ emotional responses and enabling educators to adapt teaching strategies based on emotional data. This study employed a three-phase methodology: theoretical, analytical, and experimental phases. The theoretical phase involved a comprehensive literature review focusing on the role of EI in architectural education. In the analytical phase, a survey was conducted to evaluate students’ ability to overcome learning challenges using a case study from an Egyptian university. The experimental phase implemented an EI-driven teaching approach with a pilot group of students, incorporating instructor feedback and ChatGPT-4O for assessments in order to minimize potential bias. The results demonstrate that integrating EI into education significantly enhances students’ performance compared to traditional teaching methods. Furthermore, the findings contribute to the development of an AI-based model that provides personalized feedback and fosters a dynamic learning environment, aiming to achieve higher academic and behavioral standards among architecture students. This research offers theoretical and practical insights into advancing the integration of AI and EI in architectural education.

The Interplay between Emi Lecturers’ Self-Efficacy and Their Professional Development Needs: A Case Study at a Vietnamese University

This study examines the interplay between teachers’ self-efficacy and professional development needs of 15 EMI (English Medium Instruction) economics lecturers at a university in Vietnam. Using Nvivo 12 software for qualitative data analysis, the research identifies the divergent needs of experienced and novice lecturers in the EMI context. Experienced lecturers, who typically possess higher level of self-efficacy, prioritize professional development that enhances their teaching practices, adapts to emerging challenges, and fosters inclusive and dynamic learning environments. These lecturers focus on enhancing their pedagogical skills to meet the evolving demands of their students and to incorporate innovative teaching methods and a more student-centered approach. In contrast, less experienced lecturers focus on building language confidence and addressing pedagogical challenges. For these lecturers, professional development primarily revolves around improving their language proficiency and developing effective instructional strategies to handle classroom dynamics, communication barriers, and student engagement issues in an EMI setting. The findings emphasize the importance of tailored professional development programs to meet these distinct needs. Additionally, the study highlights the role of vicarious experiences, such as peer observation, in promoting reflective practices and facilitating the exchange of successful teaching strategies. Positive feedback and emotions are also found to contribute to increased self-confidence and engagement in professional development. Ultimately, the research suggests that a balanced approach addressing both emotional and professional development needs is essential for enhancing teacher self-efficacy, thereby fostering effective, inclusive teaching practices in the EMI context.

Literature Study: The Effect of The Problem-Based Learning Model Assisted by The Flipped Classroom on Mathematical Creative Thinking Ability

The development of mathematical creative thinking abilities is a crucial goal in modern education, as these skills enable students to approach complex problems innovatively and adapt to diverse challenges. However, traditional teaching methods often fail to nurture creativity, focusing instead on rote learning and procedural tasks. This study aims to investigate the impact of integrating the Problem-Based Learning (PBL) model and the Flipped Classroom approach on enhancing students' mathematical creative thinking abilities. The research employs a Systematic Literature Review (SLR) methodology, analyzing previous studies that explore the effects of these pedagogical strategies individually and in combination. Data were collected and synthesized through a rigorous process of identification, screening, and inclusion based on predefined criteria. The findings reveal that the integration of PBL and the Flipped Classroom significantly improves students' flexibility, originality, and ability to generate innovative solutions in mathematics. PBL fosters collaborative problem-solving and real-world application, while the Flipped Classroom prepares students with foundational knowledge, allowing class time to focus on exploration and creativity. This research highlights the potential of innovative teaching models to transform mathematics education by creating dynamic and student-centered learning environments. The results provide valuable insights for educators seeking to foster higher-order thinking skills and creativity in their students.

INNOVATIVE SCIENCE LEARNING STRATEGIES: COMBINING AUDITORY INTELLECTUALLY REPETITION (AIR) AND WINDOW SHOPPING METHODS

In the current era of globalisation and rapid technological advancement, the importance of science education cannot be overstated. However, traditional methods of teaching sciences frequently suffer from problems like poor student performance and poorly understood concepts. This study explores the combination of two innovative learning methods: Window Shopping and Auditory Intellectual Repetition (AIR). The AIR method encourages auditory and intellectual learning through questioning, while the Window Shopping method promotes interactive and exploratory learning. Through a comprehensive approach, this study examines the potential benefits and effectiveness of integrating this method into science education. All of them indicate that using AIR and Window Shopping can create a dynamic and multifaceted learning environment that increases student engagement, comprehension, and retention of academic concepts. It has been proven that an integrated approach promotes teamwork, deeper understanding of scientific subjects, and active engagement, all of which lead to better learning results.

Accumbal acetylcholine signals associative salience.

Learning in dynamic environments requires animals to not only associate cues with outcomes but also to determine cue salience, which modulates how quickly related associations are updated. While dopamine (DA) in the nucleus accumbens core (NAcc) has been implicated in learning associations, the mechanisms of salience are less understood. Here, we tested the hypothesis that acetylcholine (ACh) in the NAcc encodes cue salience. We conducted four odor discrimination experiments in rats while simultaneously measuring accumbal ACh and DA. We found that ACh developed characteristic dips to cues over learning before DA signals differentiated cues by value, with these dips persisting through value decreases and developing faster during meta-learning. The dips reflected the cue salience across learning stages and tasks, as predicted by a hybrid attentional associative learning model that integrated principles from the Mackintosh and Pearce-Hall models, suggesting that accumbal ACh signals encode salience and potentially gate the learning process.

THE EFFECT OF STRIP STORY MEDIA ON STUDENTS' LEARNING OUTCOMES

Effective communication between teachers and students plays a crucial role in the success of the learning process. Poor communication can hinder the delivery of material, making the learning process less engaging. One method to enhance learning engagement is through the use of strip story media. This medium is practical, simple, and enjoyable, supporting both teachers and students in creating a dynamic learning environment. This study aims to investigate the effect of using strip story media on students' learning outcomes in social studies. The research employed a one-group pretest-posttest experimental design. The results showed that the average score of students using strip story media was 80, higher than the control group's average score of 95. Statistical analysis using the Independent Sample t-Test indicated a significant effect, with the calculated t-value (t_calculated = 9.149) exceeding the critical t-value (t_table = 2.564) and a significance level (Sig = 0.000) below 0.05. This led to the rejection of the null hypothesis (H0) and the acceptance of the alternative hypothesis (Ha), confirming that strip story media significantly impacts the social studies learning outcomes of fourth-grade students at SD Negeri 080 Panyabungan. In conclusion, strip story media positively and significantly affects students' learning outcomes. The findings imply the need for integrating innovative teaching media like strip stories to enhance learning. Future research could explore its application in other subjects or educational levels to expand its benefits.

Proposal for an instructive methodological class in the subject Clinical Propedeutics and medical semiology

Introduction: the teaching-learning process of the subject of Clinical Propedeutics and medical semiology is a real challenge. Methodological work is the most important activity within the educational system since it contributes to increasing efficiency in teaching work. The objective of the methodological class is to instruct teachers.Aim: make a proposal for an instructive methodological class in the subject Clinical Propedeutics and medical semiology aimed at the use of information and communications technologies.Methods: a qualitative pedagogical research was carried out. The observation of the educational teaching process was carried out in the subject Clinical Propedutics and medical semiology. Systematization, logical historical method and documentary analysis were used as theoretical methods.Results: Proposal for an instructive methodological class in the subject Clinical Propedeutics and medical semiology. Methodological objective: implement strategies aimed at the use of information and communications technologies contributing to the development of the clinical line in the subject Clinical Propedeutics and medical semiology.Conclusions: by offering concrete strategies and practical examples, this proposal encourages innovation in classrooms and creates a more dynamic and effective learning environment.

Game-D: Development of an Educational Game Using a Line Follower Robot on Straight Motion Material

This research introduces Game-D, an innovative educational game designed to facilitate learning about straightline motion through interaction with a line-following robot. Grounded in constructivist learning theory, Game-D employs gamification principles to enhance students’ understanding and retention of fundamental concepts in robotics and motion physics. Using an R&D approach with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), Game-D underwent a series of design and testing phases to ensure alignment with educational objectives and user preferences. The sample in this study consisted of 34 students from the Science Education study program, Faculty of Teacher Training and Education, Trunojoyo University, Madura, Indonesia. Analysis results indicate that Game-D meets high standards of validity and reliability, with an average validity score of 88.25%, categorized as very valid, and a practicality score of 87.3%, categorized as very practical. Additionally, the effectiveness test yielded a high score of 86.25%, categorizing the game as very effective. These findings demonstrate that Game- D is highly valid, practical, and effective as a learning medium for straight-line motion. This study confirms that integrating a line-following robot into an educational game can improve the quality of learning, providing a viable tool to support the educational process. The media effectiveness test showed that Game-D significantly improved conceptual understanding, active student engagement and learning motivation. This underscores the role of Game-D as an effective tool in supporting straight-line motion learning, fostering a dynamic and interactive learning environment for successful education.

Predicting student performance using Moodle data and machine learning with feature importance

Despite the growing technological advancement in education, poor academic performance of students remains challenging for educational institutions worldwide. The study aimed to predict students’ academic performance through modular object-oriented dynamic learning environment (Moodle) data and tree-based machine learning algorithms with feature importance. While previous studies aimed at increasing model performance, this study trained a model with multiple data sets and generic features for improved generalizability. Through a comparative analysis of random forest (RF), XGBoost, and C5.0 decision tree (DT) algorithms, the trained RF model emerged as the best model, achieving a good ROC-AUC score of 0.77 and 0.73 in training and testing sets, respectively. The feature importance aspect of the study identified the submission actions as the most crucial predictor of student performance while the delete actions as the least. The Moodle data used in the study was limited to 2-degree programs from the University of Southeastern Philippines (USeP). The 22 courses still resulted in a small sample size of 1,007. Future research should broaden its focus to increase generalizability. Overall, the findings highlight the potential of machine learning techniques to inform intervention strategies and enhance student support mechanisms in online education settings, contributing to the intersection of data science and education literature.

Students Engagement in Classroom Teaching by Innovative Pedagogy: A desk-based Review of Existing Literature

The use of modern teaching methods in the social sciences classroom under higher levels of education is presently required to increase learning achievement through student participation. The pace of change in educational structures, curricula, teaching-learning activities, and learning outcomes should be able to keep up with all kinds of developments taking place in the world. Innovative is one of the newly developed approaches that can be used to increase students' active engagement, particularly in social science disciplines. A thorough literature search technique was employed to find the literature relevant to this study. The datasets up to 2024 were utilized for descriptive analyses of effective instructional techniques. The research-based articles and reports were used from digital and physical libraries. The easily accessible web search engine Google Scholar and other freely accessible databases such as Academia, ResearchGate, NAPJOL, JSTOR, ProQuest, and Elsevier were used. The findings indicate that innovative teaching methods promote the active participation of students through hands-on experiences. This approach significantly enhances learning outcomes in social science and helps for applying theories in real life. This technique promotes a more dynamic learning environment by encouraging teachers to adopt innovative and creative teaching methods, which in turn increases student engagement, motivation, and academic achievement. Integrating innovative pedagogies into activity-based instruction techniques empowers teachers to cultivate pupils' success, equipping them with essential skills for thriving in the 21st century.